Creación de material audiovisual para las asignaturas programación (ingeniería técnica en informática de sistemas), procesadores de lenguajes (ingeniería informática) y sistemas de información (II)

Memoria ID-0008. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2009-2010.Las titulaciones de Ingeniería Técnica en Informática de Sistemas e Ingeniero Informático cuentan con varias asignaturas que pueden beneficiarse especialmente del uso de tecnologías multimedia para la exposición de sus contenidos. Concretamente, este proyecto aborda la construcción de “podcasts” de contenido relacionado con las asignaturas “Programación”, “Procesadores de Lenguajes” y “Sistemas de Información” (que pasarán a formar parte de la materia denominada “Programación” en el Grado en Ingeniería Informática el próximo año académico), tanto en lo tocante a temas exclusivamente propios de cada asignatura como a temas comunes

Implantación de un Sistema de Generación de "podcast"

Memoria ID-0020. Ayudas de la Universidad de Salamanca para la Innovación Docente, curso 2008-2009.Las titulaciones de Ingeniería Técnica en Informática de Sistemas e Ingeniero Informático cuentan con varias asignaturas que pueden beneficiarse especialmente del uso de tecnologías multimedia para la exposición de sus contenidos. Concretamente, este proyecto aborda la construcción de "podcasts" (debería decirse "videopodcasts") de contenido relacionado con las asignaturas "Programación", "Algoritmia", "Estructuras de datos" y "Sistemas de Información", tanto en lo tocante a temas exclusivamente propios de cada asignatura como a temas comunes

Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: evaluation of an educational program in Chile

[EN] The implementation of Mobile Pedestrian Navigation and Augmented Reality in mobile learning contexts shows new forms of interaction when students are taught by means of learning activities in formal settings. This research presents the educational, quantitative, and qualitative evaluation of an Augmented Reality and Mobile Pedestrian Navigation app. The software was designed for mobile learning in an educational context, to evaluate its effectiveness when applied as a teaching tool, in comparison to similar tools such as those present in e-learning. A mixed-method analysis was used, with primary school students from Chile as subjects (n = 143). They were split into one control group and one experimental group. The control group worked in an e-learning environment, while the experimental group performed the activity as field work, making use of the app (m-learning). Students were evaluated pretest and posttest using an objective test to measure their level of learning. In parallel, a satisfaction survey was carried out concerning the use of these technologies, in addition to interviews with several students and teachers of the experimental group. Pretest-posttest results indicate that the experimental group outperformed the control group in their learning levels. The results of the interviews and the satisfaction survey show that these technologies, combined with fieldwork, increase the effectiveness of the teaching-learning processes. Further, they promote the interaction of students with contents for learning, and they improve students’ performance in the educational process. The main goal is to provide a methodology for the analysis of an ad-hoc designed app. The app is intended to provide an m-learning process for subjects being taught about cultural heritage. The quantitative and qualitative results obtained show that it can be more effective than using similar technologies in e-learning context

Les outils utilisés en Éducation Géomatique: situation actuelle et sa relation avec les processus éducatifs

The aim of this article is a diagnosis about Geomatics ICT as teaching tools about the territory, and to determine whether these technologies replace cognitive characteristics showing real space, when used in educational contexts, establishing elements, similarities, differences and special features of the territorial virtualization on perception. Using a descriptive and correlational study, where the basic input is a survey of students in Chile and Spain in a university context, an analysis of the use of ICT Geomatics tools and the relations between the cognitive characteristics showing real space and the digital virtualization of the territories. The main results of this analysis show us that, despite a massive and initial use of these tools, the territorial dimension and their respective spatial perception are not replaced by the concrete reality, something that should be considered when used as an educational methodology.El objetivo del presente artículo corresponde a realizar un diagnóstico sobre las TIC geomáticas como herramientas en la enseñanza sobre el territorio, además de determinar si estas tecnologías reemplazan las características cognitivas que muestra el espacio real, cuando se utilizan desde contextos educativos particulares, estableciendo elementos, similitudes, diferencias y particularidades de la virtualización territorial sobre la percepción. Mediante un estudio descriptivo y correlacional, en donde el insumo básico es una encuesta aplicada a estudiantes de Chile y España en un contexto universitario, se estableció un diagnóstico sobre la utilización de herramientas TIC geomáticas y las relaciones entre las características cognitivas que muestra el espacio real y la virtualización digital de los territorios. Los resultados más relevantes de este análisis constatan que, a pesar de un uso masivo e inicial de estas herramientas, la dimensión territorial y su respectiva percepción espacial no son reemplazadas por la realidad concreta, situación que debe ser considerada en su utilización como metodología educativa.L’objectif de cet article est double: d’un côté, celui d’évaluer les Technologies de l’information et de la communication (TIC) géomatiques en tant qu’outils utilisés pour apprendre l’étude du territoire; et, de l’autre, celui de déterminer si ces technologies peuvent remplacer les caractéristiques cognitives de l’espace réel quand on les applique à l’enseignement dans des contextes éducatifs précis, à travers l’élucidation des éléments, des particularités, des différences et des similarités de la virtualisation territoriale par rapport à la perception. Moyennant une analyse descriptive et corrélative, dont le point de départ essentiel est une enquête faite à des étudiants provenant du Chili et de l’Espagne dans un contexte universitaire, on établira un diagnostic sur l’utilisation des outils TIC géomatiques et sur les relations existant entre les caractéristiques cognitives de l’espace réel et la virtualisation digitale des territoires. Les résultats les plus importants de cette analyse montrent que, malgré l’usage prioritaire et massif de ces outils, la dimension territoriale et sa perception spatiale ne sont pas substituées par la réalité précise, situation qui doit être considérée dans leur utilisation en tant que méthodologie éducative

Patrimonio Virtual del Territorio: Diseño e implementación de Recursos Educativos en Realidad Aumentada y Navegación Peatonal Móvil

In this research we intend to establish the relationships between local heritage educational content of software Pedestrian Navigation Systems Mobile-Augmented Reality and learning processes through mobile devices. In this context, we will create a process of teaching and learning linked to urban heritage, determining their educational effectiveness with these tools. Methodological research focuses on two dimensions: technological design of mobile learning platform and in determining educational modes of understanding of the program. We hope to build a patrimonial thematic unit and determine the significance in mLearning-uLearnin

Prácticas de éxito en el desarrollo de metodologías activas orientadas a competencias

Memoria ID12-0086. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2012-2013

Programa piloto de mentorías entre pares con perspectiva de género para el alumnado de Ingeniería Informática

Memoria ID-009. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2021-2022

Creación de material para prácticas de Estructuras de Datos Complejas

Memoria ID12-0193. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2012-2013

VALS: Virtual Alliances for Learning Society

[EN] VALS has the aims of establishing sustainable methods and processes to build knowledge partnerships between Higher Education and companies to collaborate on resolving authentic business problems through open innovation mediated by the use of Open Source Software. Open Source solutions provide the means whereby educational institutions, students, businesses and foundations can all collaborate to resolve authentic business problems. Not only Open Software provides the necessary shared infrastructure and collaborative practice, the foundations that manage the software are also hubs, which channel the operational challenges of their users through to the people who can solve them. This has great potential for enabling students and supervisors to collaborate in resolving the problems of businesses, but is constrained by the lack of support for managing and promoting collaboration across the two sectors. VALS should 1) provide the methods, practice, documentation and infrastructure to unlock this potential through virtual placements in businesses and other public and private bodies; and 2) pilot and promote these as the “Semester of Code”. To achieve its goals the project develops guidance for educational institutions, and for businesses and foundations, detailing the opportunities and the benefits to be gained from the Semester of Code, and the changes to organisation and practice required. A Virtual Placement System is going to be developed, adapting Apache Melange, and extending it where necessary. In piloting, the necessary adaptations to practice will be carried out, particularly in universities, and commitments will be established between problem owners and applicants for virtual placements